Science - Forces and Magnets  making systematic and careful observations and taking accurate measurements using standard units, using a range of equipment,  gathering, recording, classifying and presenting data in a variety of ways  recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables  reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions Pupils should be taught to:  compare how things move on different surfaces  notice that some forces need contact between two objects, but magnetic forces can act at a distance  observe how magnets attract or repel each other and attract some materials and not others  compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials  describe magnets as having two poles  predict whether two magnets will attract or repel, depending on which poles are facing. Geography - Spread of Roman Empire Locational knowledge locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on countries, and major cities identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere, the Tropics, Arctic and Antarctic Circle, Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, and a region in a European country Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied History - Roman Empire Pupils should be taught about: the Roman soldier Gladiators Colosseum ampitheatre Art - Volcano  Related to home project D.T. - Building a volcano - home project 6 weeks. Design  use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups  generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make – select from and use a wider range of:  Tools and equipment to perform practical tasks [cutting, shaping, joining, finishing]  materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate  investigate and analyse a range of existing products  evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Technical knowledge  apply their understanding of how to strengthen, stiffen and reinforce more complex structures  understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]  understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] Theme: Ancient Romans WOW Starter: Horrible Histories video clip. Roman Artefacts to explore (mock archaeological dig) Finale: Roman Banquet Trips/Visitors: Cheshire – Roman fort Links to Book-based curriculum: N/A English Opportunities: Class books/Guided reading: Rotten Romans (Horrible Histories), Romans on the Rampage (Jeremy Strong), The Great Necklance Hunt (Mick Gower and Martin Remphry) Writing (genre, text type): Newspaper Articles Brochures Letters M.F.L. Breakfast and snacks  listen attentively to spoken language and show understanding by joining in and responding  explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words  engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*  speak in sentences, using familiar vocabulary, phrases and basic language structures  develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases  present ideas and information orally to a range of audiences  read carefully and show understanding of words, phrases and simple writing  appreciate stories, songs, poems and rhymes in the language Maths Opportunities Real life maths: Roman numerals (clocks, games, books, watches). Problem Solving: Calculating amounts of materials needed for volcano. Reflection, rotation, symmetry (mosaics) Patterns (mosaics) Oracy:  Listen and respond appropriately to adults and their peers  Ask relevant questions to extend their understanding and knowledge  ​ articulate and justify answers, arguments and opinions  ​ give well-structured descriptions, explanations and narratives for ​ different purposes, including for expressing feelings ​  Speak audibly and fluently with an increasing command of Standard ​ English  ​ Participate in discussions, presentations, performances, role play and debates Christian Values: †Forgiveness PSHE/SEAL: Changes P.E. Athletics  Pupils should continue to apply and develop a broader range of skills  They should communicate, collaborate and compete with each other.  They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.  Pupils should be taught to play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending  Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Music - Recorders, Ancient Roman Music  play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression  improvise and compose music for a range of purposes using the inter- related dimensions of music  listen with attention to detail and recall sounds with increasing aural memory  use and understand staff and other musical notations  appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians  develop an understanding of the history of music. Computing  understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration  use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content  select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. R.E, (Liverpool Diocese Curriculum)  Unit 3.5. Rules for Living British Values: British iconic buildings and architecture Year 3 Summer Term

Science - Rocks  making systematic and careful observations and taking accurate measurements using standard units, using a range of equipment,  gathering, recording, classifying and presenting data in a variety of ways  recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables  reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions Pupils should be taught to:  compare how things move on different surfaces  notice that some forces need contact between two objects, but magnetic forces can act at a distance  observe how magnets attract or repel each other and attract some materials and not others  compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials  describe magnets as having two poles  predict whether two magnets will attract or repel, depending on which poles are facing. Geography - Romans in Britain Locational knowledge locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on countries, and major cities identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere, the Tropics, Arctic and Antarctic Circle, Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, and a region in a European country Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied History – Romans in Britain Pupils should be taught about: the Roman Empire and its impact on Britain Art - Sketching, shading and colouring designs, thinking about how to show movement or light.  to create sketch books to record their observations and use them to review and revisit ideas  to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]  about great artists, architects and designers in history. D.T. - Building a catapult/making jewellery Design  use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups  generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make – select from and use a wider range of:  Tools and equipment to perform practical tasks [cutting, shaping, joining, finishing]  materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate  investigate and analyse a range of existing products  evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Technical knowledge  apply their understanding of how to strengthen, stiffen and reinforce more complex structures  understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]  understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] Theme: Romans in Britain WOW Starter: Horrible Histories vs Boudicca Finale: Roman Banquet Trips/Visitors: Roman fort ? Links to Book-based curriculum: N/A English Opportunities: Class books/Guided reading: Rotten Romans (Horrible Histories), Romans on the Rampage (Jeremy Strong), The Great Necklance Hunt (Mick Gower and Martin Remphry) Writing (genre, text type): Newspaper Articles Brochures Letters Maths Opportunities Real life maths: Roman numerals (clocks, games, books, watches). Problem Solving: Calculating amounts of materials needed for volcano. Reflection, rotation, symmetry (mosaics) Patterns (mosaics) M.F.L. Food / shops and restaurants  listen attentively to spoken language and show understanding by joining in and responding  explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words  engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*  speak in sentences, using familiar vocabulary, phrases and basic language structures  develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases  present ideas and information orally to a range of audiences  read carefully and show understanding of words, phrases and simple writing  appreciate stories, songs, poems and rhymes in the language Oracy:  Listen and respond appropriately to adults and their peers  Ask relevant questions to extend their understanding and knowledge  ​ articulate and justify answers, arguments and opinions  ​ give well-structured descriptions, explanations and narratives for ​ different purposes, including for expressing feelings ​  Speak audibly and fluently with an increasing command of Standard ​ English  ​ Participate in discussions, presentations, performances, role play and debates Christian Values: †Forgiveness PSHE/SEAL: Changes P.E. Cricket/Rounders  Pupils should continue to apply and develop a broader range of skills  They should communicate, collaborate and compete with each other.  They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.  Pupils should be taught to play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending  Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Music - Recorders, Ancient Roman Music  play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression  improvise and compose music for a range of purposes using the inter- related dimensions of music  listen with attention to detail and recall sounds with increasing aural memory  use and understand staff and other musical notations  appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians  develop an understanding of the history of music. Computing  understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration  use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content  select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. R.E, (Liverpool Diocese Curriculum)  Islam British Values: The English Language Link to Latin roots Year 3 Summer Term